Graduation Year
2025
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Elizabeth Shaunessy-Dedrick, Ph.D.
Committee Member
David Allsopp, Ph.D.
Committee Member
Rachel Hatten, Ph.D.
Committee Member
Veselina Lambrev, Ph.D.
Keywords
Appreciative Inquiry, Teacher Perceptions, Collaboration, Differentiation
Abstract
This qualitative study explored how teachers of gifted education in a large southeastern school district perceive the high points of professional development to reimagine learning courses to encourage professional learning. In today’s changing field of education, there is an urgent need to foster teachers’ professional growth to create an environment where they feel supported to retain their expertise in the educational field. Many studies focus on students' needs, but the voice of the teacher's needs is missing from the study. Gathering narratives from teachers of gifted students empowers the teachers’ perspectives to be included in discovering how to reimagine professional development that fosters learning among professionals. This study aimed to utilize an appreciative inquiry-based approach during interviews to gain rich narratives about the best strategies and supports currently in professional development.
Scholar Commons Citation
Tucker, Jennifer J., "Just a Spark of Imagination: Examining Professional Development for Gifted Educators" (2025). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10909
